A REVIEW OF UNDER CONTROLLED CONDITIONS A VIDEOTAPE DESCRIBING MARJ OLNEY'S VALIDATION RESEARCH WITH FACILITATED COMMUNICATION
by Alan Kurtz
Under Controlled Conditions , a videotape produced by the Facilitated Communication Institute at Syracuse University, describes Marj Olney's research validating the communication of five individuals. In the videotape, Olney describes her research and presents an overview of the results. She also discusses the experiences of four successful participants in some detail. Their experience and their discussions of that experience provide valuable insights into the nature of validation testing with persons using FC. The videotape can also be used to demonstrate good facilitator technique. The facilitators consistently monitored the users' eye gaze and made sure that they looked at the keyboard.
Olney wanted to determine if "individuals could answer questions in facilitator blind conditions given appropriate accommodations." As she designed her study she looked at previous studies in which individuals had shown they might be able to do this. These studies had several characteristics that Olney tried to incorporate into her study. These included:
In Olney's study, FC users were asked to play computer games. Each of the games required the FC user to read information on the computer screen and respond. In the blind condition the monitor was turned away from the facilitator so that s/he could not read it. (Olney sometimes provided cues to the user during the blind condition. She did this to help them "manage test anxiety," to give them mechanical or sequencing reminders such as first looking at the board and then pointing, and to remind participants to shift their attention from the monitor to the keyboard or visa versa.)
Five of the nine participants were able to validate their communication. Some of them did so on more than one test. One of the participants, Chris, actually did better on math word problems in the facilitator blind condition than in the 'open' condition when his facilitator could read the questions.)
Kim was able to validate using the game Word Attack, In this game the computer gave a definition and Kim had to select one word from among four that fit the definition. She was required only to point to A,B,C, or D. Although Kim consistently did better in the open condition she was able to do well in the blind condition especially toward the end of the study.
Olney initially had not believed Arthur would do well in this study. Despite these concerns, Arthur quickly validated in two different games. In "Spell it Plus" he could fill in missing letters in words "with a high degree of accuracy' in the blind condition. His responses indicated that he could read and respond at a much greater than chance level. Interestingly, Arthur often makes a lot of mistakes in his normal conversational FC. It was felt that using games that required a single discrete response would be easier for him.
Previous to this testing, Gordon had been working on becoming more independent. His facilitator, Elaine, supported him by holding her hand on top of his forearm near his elbow. Gordon talked about how difficult the blind condition was because he was not getting the right feedback. He typed "Hard playing when Elaine didn't look." and 'I was scared I couldn't do it but I could. Wow!"
Gordon's brother Chris types with even less support than Gordon. He was being facilitated by Elaine with support at the shoulder. He is the individual who successfully answered the math word problems. Chris told his brother to "Keep trying. It's easier with practice."
The most exciting part of the videotape, for me, was Kim, Gordon, and Chris' comments about this study and testing. Another highlight was Chris and Gordon's conversation with each other.
The tape ends with some additional results that may offer some important lessons about validation testing. These include:
This videotape is available from the Center for those who would
like to borrow it. It can also be purchased directly from Syracuse.
We also have an audio tape of Marge Olney's presentation at the
annual FC Conference in Syracuse.
The purpose of Facilitated Communication In Maine is to promote the appropriate use of facilitated communication through education, technical assistance, and support to people with disabilities, parents, educators, speech and language pathologists support providers, and other interested individuals. The project provides up-to-date information on current best practices, introductory and advanced workshops on the technique, resources regarding theoretical and practical components of facilitated communication and ongoing support to a network of resource persons who provide local education and support to other facilitators.
In complying with the letter and spirit of applicable laws and in pursuing its own goals of pluralism, the University of Maine shall not discriminate on the grounds of race, color, religion, sex, sexual orientation, national origin or citizen status, age, disability, or veterans status in employment education, and all other areas of the University. The University provides reasonable accommodations to qualified individuals with disabilities upon request. This publication is available on audiotape and upon request this material will be made available in other alternative formats to accommodate the needs of individuals with disabilities.